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    Assessment

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    api-253396474
    The document discusses beneficial, neutral, and harmful assessment practices for a dance classroom. Beneficial practices included authentic assessments to see students embodying movements, indirect assessments to see improvement over time, and open response essays for higher-order thinking. Neutral practices were daily quizzes and SAT-style tests, which are not harmful but could become redundant or too high-stakes. Harmful practices included norm-referenced tests which oversimplify students, high-stakes standardized tests focused more on politics than learning, and busy work assignments that don't show application of knowledge. The reflection found a preference for authentic assessments that don't overly pressure students with grades.

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    Assessment

    Uploaded by

    api-253396474
    34 views2 pages
    The document discusses beneficial, neutral, and harmful assessment practices for a dance classroom. Beneficial practices included authentic assessments to see students embodying movements, indirect assessments to see improvement over time, and open response essays for higher-order thinking. Neutral practices were daily quizzes and SAT-style tests, which are not harmful but could become redundant or too high-stakes. Harmful practices included norm-referenced tests which oversimplify students, high-stakes standardized tests focused more on politics than learning, and busy work assignments that don't show application of knowledge. The reflection found a preference for authentic assessments that don't overly pressure students with grades.

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    The document discusses beneficial, neutral, and harmful assessment practices for a dance classroom. Beneficial practices included authentic assessments to see students embodying movements, indirect assessments to see improvement over time, and open response essays for higher-order thinking. Neutral practices were daily quizzes and SAT-style tests, which are not harmful but could become redundant or too high-stakes. Harmful practices included norm-referenced tests which oversimplify students, high-stakes standardized tests focused more on politics than learning, and busy work assignments that don't show application of knowledge. The reflection found a preference for authentic assessments that don't overly pressure students with grades.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    34 views2 pages

    Assessment

    Uploaded by

    api-253396474
    The document discusses beneficial, neutral, and harmful assessment practices for a dance classroom. Beneficial practices included authentic assessments to see students embodying movements, indirect assessments to see improvement over time, and open response essays for higher-order thinking. Neutral practices were daily quizzes and SAT-style tests, which are not harmful but could become redundant or too high-stakes. Harmful practices included norm-referenced tests which oversimplify students, high-stakes standardized tests focused more on politics than learning, and busy work assignments that don't show application of knowledge. The reflection found a preference for authentic assessments that don't overly pressure students with grades.

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    © All Rights Reserved
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    Assessment Assignment

    List and explain all current evaluation and grading practices you
    think are beneficial to students and their learning.
    > Authentic testing is beneficial for students in dance classrooms because
    dance is mostly physical and educators would need to see students actually
    embodying the things they have been trained to do.
    > Indirect assessment is very profitable in a dance class. The nature
    of
    dance is that youre constantly improving in technique, flexibility, etc. so
    being able to physically see students improve is a form of indirect
    assessment.
    > Open response and essay items, I think, are helpful in a dance classroom
    because students are able to access higher order thinking skills when they
    have to analyze what they are doing past the dance movements and explain
    the history of the movement and what it means to them as a dancer of the
    movement, for example.
    > Summative evaluation is another tool that is essential to a dance teacher. I
    say this being that in high school some students may only be in the class for
    a P.E. credit and it is only in their interests to come and participate and not
    necessarily indulge in it. To grade them on their love for dance would be
    subjective which is not a legitimate reason to give students bad grades;
    therefore summative evaluations would be best, they look at the work done
    and grade them accordingly.
    > Lastly, objective test items (true/false, matching, multiple choice) are
    needed in a dance classroom. These paper tests are needed because there are
    terms, concepts, and histories that ought to be addressed in order to be in
    alignment with state standards, as well as, understanding of what and why
    students are doing movements.
    List and explain all grading and assessment practices you think
    are, although not harmful, nonetheless not beneficial to students
    and their learning.
    > Multiple choice tests arent that beneficial, in my opinion, because they
    only require lower level thinking and at some point students need a
    challenge and higher order thinking exercises to fully understand disciplines.
    > SAT and ACT type tests arent hurtful for students but I do feel that they
    are too high-stakes for college entry.
    > Assignments like bellringers and or daily quizzes are not harmful, but
    could become redundant enough for the students to not really want to put

    much effort into giving the bests efforts.


    List and explain all grading and assessment practices you think
    are harmful or destructive to students and their learning.
    > I think norm-referenced tests are some of the worse things you can do to a
    student because there is no such thing as a norm when youre talking
    about children and educators here in America. There are so many things that
    could be considered a norm, but are not included when comparing students
    to one another.
    > High-stakes standardized tests used to be something I didnt mind because
    it gave students and teachers something to gage knowledge and an efficient
    way to move students to the next level. Today, that is not the same story.
    Standardized tests have become corrupted by politics and money and now
    its about teachers keeping their jobs and students memorizing facts in order
    to progress to the next grade level.
    > Busy work tests and assignments are also potentially harmful for students
    because the repetition of answering questions only shows that they can
    memorize information, but does not show that they are able to apply the
    information to real-life situations.
    Reflect on the three lists that you have made. What do they tell
    you about your own personal dispositions toward evaluation
    and grading?
    After looking at the lists that I had to write above, I feel that I believe
    strongly in authentic assessment and grading. I don't think students
    should be pressured learn with the only incentive being a good grade
    or college acceptance letters.

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